I have been keeping a journal off and on since I was kid because, as everyone knows, sometimes you just need to talk to someone who isn’t going to talk back. You can find famous examples and samples here and here.
|I wish my handwriting were that nice.
Nowadays, I keep a very specific type of journal. In it, I write about how what happens inside and outside the classroom affects my students and how I and my students interact with the activities, materials, and technology I/we select. The effects of keeping this journal have been profound which is in line with research: Continue reading “The Benefits of Keeping a Teaching Journal”
Peer review is an important an beneficial step in the writing process if done effectively. The question then becomes how can you do it effectively? Today I’ll provide three examples: Checklists, Write Like a Reader and Paramedic Editing.
Why should you provide students with a checklist? First, checklists identify the key ideas/components/aspects that should be in a students writing. Second, providing students with explicit instruction increases the likelihood of them remaining on task. Basically, if you want students to be on task, make sure they know what the task is and how to do it (For a more complete discussion of using checklists, please see “Check It Out! Using Checklists to Support Student Learning” by Kathleen Dudden Rowlands) Continue reading “Learning to Write Like a Reader: Teaching Students How to Edit and Do Peer-Review”
Teaching IELTS Academic Writing Task 1 can be challenging. At least with Task 2 candidates can give their opinion but when it comes to Task 1 it’s “Just the facts, ma’am.” Luckily for both students and teachers, lessons don’t have to be dry just because the material is.
I have used the lesson plan below several times to teach process writing but with a few tweaks it can be used to teach any genre of writing because, as Miyamoto Musashi said,”if you know the Way broadly you will see it in everything.“
1. Make enough copies of the picture cards1
Continue reading “Putting it in Order: IELTS Writing Task 1 (Describing a Process)”
If you work at a large institution, you have access to experienced teachers, in-house workshops, seminars and (possibly) travel assistance for presenting at, or possibly, attending conferences. Additionally, your line manager has probably assigned you a mentor who can answer the day-to-day questions like “What happens if I need a new CD?” as well as fill you in on the “culture of the school” or the “unwritten rules.”
Yep, if you work at a school with a growth mindset, you will always be reminded that a teacher is a learner first and foremost and, therefore, will always be challenged to improve not only their content knowledge but also their pedagogy. In this type of school, in-house professional development workshops will be mandatory and there will be competition to see who can generate the highest turn-out for workshops.
|Do you do things because that is how they have always been done?
But what if you don’t work in “that” school? Continue reading “The World is Your Staffroom: Using the Internet for Professional Development Part 1 – Seminars and Webinars”